1Post Graduate, State University of Medan, Medan, Indonesia
American Journal of Educational Research.
2017,
Vol. 5 No. 2, 179-183
DOI: 10.12691/education-5-2-11
Copyright © 2017 Science and Education PublishingCite this paper: Sahyar, Rika Yulia Fitri. The Effect of Problem-Based Learning Model (PBL) and Adversity Quotient (AQ) on Problem-Solving Ability.
American Journal of Educational Research. 2017; 5(2):179-183. doi: 10.12691/education-5-2-11.
Correspondence to: Sahyar, Post Graduate, State University of Medan, Medan, Indonesia. Email:
sahyar@unimed.ac.idAbstract
This study aimed to analyze whether the result of students’ problem-solving ability with using problem-based learning model better than conventional learning, to analyze the results of problem-solving ability of students who have high average of adversity quotient better than students who have low average of adversity quotient, to find out interaction between problem-based learning model mapping and adversity quotient of students' problem-solving ability. Two class of students namely; problem-based learning class and conventional learning class were investigated on student’s problem-solving ability. The results showed that: problem-solving ability of students used problem-based learning model better than conventional learning, problem-solving ability of students who have high average of adversity quotient better than students who have the low average of adversity quotient, and there was interaction between the problem-based learning model and conventional learning with adversity quotient to improve students' problem-solving ability.
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